Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.

Detalhes bibliográficos
Autor(a) principal: Meier, Wander Mateus Branco
Data de Publicação: 2012
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
Texto Completo: http://tede.unioeste.br/handle/tede/3612
Resumo: This work deals with the occurrence of the didactic obstacles in Mathematics' teaching, focusing on the apprenticeship of Rational Numbers, during the 6th grade of Elementary School. Its purpose consists on furnishing subsidies to the pedagogical practice of Mathematics, based on the historical-critical Pedagogy, which considers essential the educational work, which makes possible the appropriation of scientific knowledges in this area, and what, also, supports a conscious social proceeding. The first two chapters seek to support the camp research – which is cleared in third chapter - as a theoretical reference. The first chapter approaches the relationships between the school curriculum and society, considered fundamental to the analysis of the didactic action, because they influence it constantly. The second chapter presents the categories: whole, dialectical mediation, unit theory and practice, and contradiction, which are characterized as the basis of analysis of the didactic action, recorded by camp research. In the same chapter, an outline is made turned to the teaching of Mathematics, more specifically for the teaching of Rational Numbers, in order to fulfill the main objective of this work. The third chapter presents the methodology (subject, material and procedure) of the camp research and analysis of researched data. This is a camp research aimed at analyzing the pedagogical practice used by teachers of 6th grade, while introducing the concept of Rational Numbers, content that will constitute the basis for learning most of the other contents of the subsequent grades, in which, by its complexity, possible epistemological and didactic obstacles were searched. The camp research was conducted during the school year 2011, with two colleges of Public School System, in urban area of Cascavel. From the ensemble of collected data, with bases on the categories presented in first and second chapters, were extracted the elements for the analysis, without considering the chronology of events, and yes, their similarity, since the Annex 1: transcript of filmed lectures, presents wholly the same data. The camp research allowed to subsidize the educational work related to Rational Numbers, and its purpose was to emphasize about the obstacles originated from the didactic action itself, which can lead to epistemological obstacles. Finally, some considerations make the junction between the three chapters, linking the various relationships among didactic action, curriculum, historical-critical pedagogy, and society.
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spelling Maria Lidia Sica , Szymanskihttp://lattes.cnpq.br/9237911847876411Soares, Maria Tereza Carneirohttp://lattes.cnpq.br/6169040006979911Zanardini, João Batistahttp://lattes.cnpq.br/5660324798334927Figueiredo, Ireni Marilene Zagohttp://lattes.cnpq.br/0727859600733159http://lattes.cnpq.br/7789748364272815Meier, Wander Mateus Branco2018-05-09T19:49:03Z2012-07-10MEIER, Wander Mateus Branco. Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. 2012.114 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2012.http://tede.unioeste.br/handle/tede/3612This work deals with the occurrence of the didactic obstacles in Mathematics' teaching, focusing on the apprenticeship of Rational Numbers, during the 6th grade of Elementary School. Its purpose consists on furnishing subsidies to the pedagogical practice of Mathematics, based on the historical-critical Pedagogy, which considers essential the educational work, which makes possible the appropriation of scientific knowledges in this area, and what, also, supports a conscious social proceeding. The first two chapters seek to support the camp research – which is cleared in third chapter - as a theoretical reference. The first chapter approaches the relationships between the school curriculum and society, considered fundamental to the analysis of the didactic action, because they influence it constantly. The second chapter presents the categories: whole, dialectical mediation, unit theory and practice, and contradiction, which are characterized as the basis of analysis of the didactic action, recorded by camp research. In the same chapter, an outline is made turned to the teaching of Mathematics, more specifically for the teaching of Rational Numbers, in order to fulfill the main objective of this work. The third chapter presents the methodology (subject, material and procedure) of the camp research and analysis of researched data. This is a camp research aimed at analyzing the pedagogical practice used by teachers of 6th grade, while introducing the concept of Rational Numbers, content that will constitute the basis for learning most of the other contents of the subsequent grades, in which, by its complexity, possible epistemological and didactic obstacles were searched. The camp research was conducted during the school year 2011, with two colleges of Public School System, in urban area of Cascavel. From the ensemble of collected data, with bases on the categories presented in first and second chapters, were extracted the elements for the analysis, without considering the chronology of events, and yes, their similarity, since the Annex 1: transcript of filmed lectures, presents wholly the same data. The camp research allowed to subsidize the educational work related to Rational Numbers, and its purpose was to emphasize about the obstacles originated from the didactic action itself, which can lead to epistemological obstacles. Finally, some considerations make the junction between the three chapters, linking the various relationships among didactic action, curriculum, historical-critical pedagogy, and society.Este trabalho trata da ocorrência dos obstáculos didáticos no ensino da disciplina de Matemática, com enfoque no ensino dos Números Racionais, no 6º ano do Ensino Fundamental. Seu objetivo é dar subsídios à prática pedagógica da matemática, fundamentados na pedagogia histórico-crítica, a qual considera essencial o trabalho pedagógico que possibilite a apropriação dos conhecimentos científicos na área, favorecendo uma ação social consciente. As duas primeiras seções procuram subsidiar a pesquisa de campo, explicitadas na terceira seção, como referencial teórico. A primeira seção aborda as relações existentes entre o currículo escolar e a sociedade, consideradas essenciais para a análise da ação didática, por influenciarem-na constantemente. A segunda apresenta as categorias: totalidade, mediação dialética, unidade teoria e prática e contradição, que se caracterizam como base para análise da ação didática registrada pela pesquisa de campo. Ainda nesta seção, realiza-se um recorte voltado ao ensino da matemática, mais especificamente para o ensino dos números racionais, no intuito de cumprir com o objetivo principal do trabalho. A terceira seção apresenta a Metodologia – sujeitos, material utilizado e procedimento – da pesquisa de campo e a análise dos dados da pesquisa. Trata-se de uma pesquisa de campo objetivando analisar a prática pedagógica utilizada por professores de 6º ano do Ensino Fundamental, durante a introdução do conceito dos Números Racionais, conteúdo que se constituirá como base para o aprendizado da maioria dos demais conteúdos das séries subsequentes, no qual, pela sua complexidade, buscaram-se possíveis obstáculos didáticos e epistemológicos. A pesquisa de campo foi realizada durante o ano letivo de 2011, em dois colégios da rede pública de ensino da área urbana do município de Cascavel. Do conjunto de dados coletados, com base nas categorias apresentadas nas seções 1 e 2, extraíram-se os elementos para análise, sem considerar a cronologia dos fatos, mas sim sua similaridade, uma vez que o Anexo 1: Transcrição das aulas filmadas, apresenta os mesmos dados na íntegra. A pesquisa de campo objetivou analisar o trabalho pedagógico com os Números Racionais e visou ressaltar os obstáculos provenientes da própria ação didática, os quais podem provocar Obstáculos Epistemológicos. Por fim, algumas considerações fazem a junção entre as três seções, vinculando as diversas relações entre a ação didática, o currículo, a Pedagogia Histórico-Crítica e a sociedade.Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-09T19:49:03Z No. of bitstreams: 2 Wander Mateus Branco Méíer.pdf: 599611 bytes, checksum: eba201137990f12b24d83bf8524f2dbc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-05-09T19:49:03Z (GMT). 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dc.title.por.fl_str_mv Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
title Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
spellingShingle Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
Meier, Wander Mateus Branco
Processos de Ensino
Ensino Fundamental
Obstáculos Didáticos
Obstáculos Epistemológicos
Números Racionais
Teaching proceedings
Elementary School
Didactic Obstacles
Epistemological Obstacles
Rational Numbers
CIENCIAS HUMANAS::EDUCACAO
title_short Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
title_full Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
title_fullStr Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
title_full_unstemmed Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
title_sort Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental.
author Meier, Wander Mateus Branco
author_facet Meier, Wander Mateus Branco
author_role author
dc.contributor.advisor1.fl_str_mv Maria Lidia Sica , Szymanski
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9237911847876411
dc.contributor.referee1.fl_str_mv Soares, Maria Tereza Carneiro
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/6169040006979911
dc.contributor.referee2.fl_str_mv Zanardini, João Batista
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/5660324798334927
dc.contributor.referee3.fl_str_mv Figueiredo, Ireni Marilene Zago
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/0727859600733159
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7789748364272815
dc.contributor.author.fl_str_mv Meier, Wander Mateus Branco
contributor_str_mv Maria Lidia Sica , Szymanski
Soares, Maria Tereza Carneiro
Zanardini, João Batista
Figueiredo, Ireni Marilene Zago
dc.subject.por.fl_str_mv Processos de Ensino
Ensino Fundamental
Obstáculos Didáticos
Obstáculos Epistemológicos
Números Racionais
topic Processos de Ensino
Ensino Fundamental
Obstáculos Didáticos
Obstáculos Epistemológicos
Números Racionais
Teaching proceedings
Elementary School
Didactic Obstacles
Epistemological Obstacles
Rational Numbers
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Teaching proceedings
Elementary School
Didactic Obstacles
Epistemological Obstacles
Rational Numbers
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This work deals with the occurrence of the didactic obstacles in Mathematics' teaching, focusing on the apprenticeship of Rational Numbers, during the 6th grade of Elementary School. Its purpose consists on furnishing subsidies to the pedagogical practice of Mathematics, based on the historical-critical Pedagogy, which considers essential the educational work, which makes possible the appropriation of scientific knowledges in this area, and what, also, supports a conscious social proceeding. The first two chapters seek to support the camp research – which is cleared in third chapter - as a theoretical reference. The first chapter approaches the relationships between the school curriculum and society, considered fundamental to the analysis of the didactic action, because they influence it constantly. The second chapter presents the categories: whole, dialectical mediation, unit theory and practice, and contradiction, which are characterized as the basis of analysis of the didactic action, recorded by camp research. In the same chapter, an outline is made turned to the teaching of Mathematics, more specifically for the teaching of Rational Numbers, in order to fulfill the main objective of this work. The third chapter presents the methodology (subject, material and procedure) of the camp research and analysis of researched data. This is a camp research aimed at analyzing the pedagogical practice used by teachers of 6th grade, while introducing the concept of Rational Numbers, content that will constitute the basis for learning most of the other contents of the subsequent grades, in which, by its complexity, possible epistemological and didactic obstacles were searched. The camp research was conducted during the school year 2011, with two colleges of Public School System, in urban area of Cascavel. From the ensemble of collected data, with bases on the categories presented in first and second chapters, were extracted the elements for the analysis, without considering the chronology of events, and yes, their similarity, since the Annex 1: transcript of filmed lectures, presents wholly the same data. The camp research allowed to subsidize the educational work related to Rational Numbers, and its purpose was to emphasize about the obstacles originated from the didactic action itself, which can lead to epistemological obstacles. Finally, some considerations make the junction between the three chapters, linking the various relationships among didactic action, curriculum, historical-critical pedagogy, and society.
publishDate 2012
dc.date.issued.fl_str_mv 2012-07-10
dc.date.accessioned.fl_str_mv 2018-05-09T19:49:03Z
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dc.identifier.citation.fl_str_mv MEIER, Wander Mateus Branco. Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. 2012.114 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2012.
dc.identifier.uri.fl_str_mv http://tede.unioeste.br/handle/tede/3612
identifier_str_mv MEIER, Wander Mateus Branco. Obstáculos didáticos na educação matemática: o conceito de números racionais no 6º ano do ensino fundamental. 2012.114 f. Dissertação ( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2012.
url http://tede.unioeste.br/handle/tede/3612
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Cascavel
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